| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.51 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Resumo 1 O estágio pedagógico (EP) tem um papel muito importante na formação de professores estagiários, sendo que exige reflexões críticas constantes e uma boa capacidade para superar as diversas barreiras colocadas ao longo do mesmo. Este relatório final de estágio surge para descrever as aprendizagens realizadas durante este ano letivo 2016/2017, através da prática pedagógica na Escola Secundária Quinta das Palmeiras localizada na Covilhã. É apresentado também uma contextualização da escola, problemas e soluções a nível da intervenção pedagógica e as tarefas que promovem a relação da escola com a comunidade em que estivemos envolvidos. O EP foi bastante proveitoso pois permitiu colocar em prática os conhecimentos adquiridos, conquistando assim bastante experiência. Resumo 2
O presente estudo teve como objetivo perceber qual o melhor método para a aprendizagem da tomada de decisão no voleibol nas aulas de EF, comparando as abordagens dinâmica e cognitiva tradicional. 2 grupos, compostos por duas turmas de 7º ano cada, realizaram 12 aulas de voleibol durante 8 semanas, sendo que o treino do grupo experimental (GE) foi planeado segundo a abordagem dinâmica e o treino do grupo de controlo (GC) segundo a abordagem tradicional. O teste utilizado no pré e no pós-teste foi o jogo de 4x4 entre os alunos de cada turma. Foi avaliado a tomada de decisão dos alunos durante o processo defensivo, a disposição da equipa antes de a bola passar para o seu meio campo e se no 1º toque o aluno procurava o passador, e durante o processo ofensivo, a tomada de decisão no serviço, a disponibilidade do passador antes do 1º toque e a disponibilidade dos atacantes antes do 2º toque. Não existiam diferenças entre os grupos no pré-teste. No pós-teste o GE apresentou melhorias significativas em todas as variáveis e o GC apenas apresentou melhorias significativas na tomada de decisão na relação recetor-passador. Nas variáveis (Receção e Passador) em que os 2 grupos apresentaram melhorias, a magnitude no GE foi maior (GE: 0,62 ± 0,49 / 0,33 ± 0,47; GC: 0,27 ± 0,45 / 0,16 ± 0,37). Parece que o treino segundo uma abordagem dinâmica é mais benéfico para potenciar a tomada de decisão no voleibol nas aulas de EF
Abstract 1 The Pedagogical Internship (PI) plays a very important role in the formation of trainee teachers, and it requires constant critical reflection and a good capacity to overcome the various barriers. This final report of the internship comes to describe what I have learned during this academic year 2016/2017, through the pedagogical practice at the Quinta das Palmeiras Secondary School located in Covilhã. It also presents a contextualization of the school, problems and solutions in the pedagogical intervention and the tasks that promote the relationship of the school with the community in which we were involved. The PI was very useful because it allowed putting into practice the acquired knowledge, thus conquering enough experience. Abstract 2 This study aimed to understand the best method for learning decision-making in volleyball in PE classes by comparing the dynamic and traditional cognitive approaches. Two groups, composed of two 7th grade classes, performed 12 volleyball lessons for 8 weeks, and the training of the experimental group (EG) was planned according to the dynamic approach and the training of the control group (CG) according to the traditional approach. The test used in the pre and post-test was the 4x4 game among the students in each class. The students' decision-making during the defensive process was evaluated, the team's disposition before the ball passed to its midfield and if in the 1st touch the student looked for the passer, and during the offensive process, the decision making in the service, the availability of the passer before the first touch and the availability of the attackers before the second touch. There were no differences between the groups in the pre-test. In the post-test, the EG presented significant improvements in all variables and the CG only showed significant improvements in the decision-making about receiver-passer relationship. The magnitude in the EG was higher in the two variables (EG: 0,62 ± 0,49 / 0,33 ± 0,47, CG: 0,27 ± 0,45 / 0,16 ± 0,37) which both groups have improved significantly. It seems that the training according to a dynamic approach is more beneficial to potentiate decision-making in volleyball in PE classes.
Abstract 1 The Pedagogical Internship (PI) plays a very important role in the formation of trainee teachers, and it requires constant critical reflection and a good capacity to overcome the various barriers. This final report of the internship comes to describe what I have learned during this academic year 2016/2017, through the pedagogical practice at the Quinta das Palmeiras Secondary School located in Covilhã. It also presents a contextualization of the school, problems and solutions in the pedagogical intervention and the tasks that promote the relationship of the school with the community in which we were involved. The PI was very useful because it allowed putting into practice the acquired knowledge, thus conquering enough experience. Abstract 2 This study aimed to understand the best method for learning decision-making in volleyball in PE classes by comparing the dynamic and traditional cognitive approaches. Two groups, composed of two 7th grade classes, performed 12 volleyball lessons for 8 weeks, and the training of the experimental group (EG) was planned according to the dynamic approach and the training of the control group (CG) according to the traditional approach. The test used in the pre and post-test was the 4x4 game among the students in each class. The students' decision-making during the defensive process was evaluated, the team's disposition before the ball passed to its midfield and if in the 1st touch the student looked for the passer, and during the offensive process, the decision making in the service, the availability of the passer before the first touch and the availability of the attackers before the second touch. There were no differences between the groups in the pre-test. In the post-test, the EG presented significant improvements in all variables and the CG only showed significant improvements in the decision-making about receiver-passer relationship. The magnitude in the EG was higher in the two variables (EG: 0,62 ± 0,49 / 0,33 ± 0,47, CG: 0,27 ± 0,45 / 0,16 ± 0,37) which both groups have improved significantly. It seems that the training according to a dynamic approach is more beneficial to potentiate decision-making in volleyball in PE classes.
Description
Keywords
Abordagem Cognitiva Tradicional Abordagem Dinâmica Educação Física Estágio Pedagógico Intervenção Pedagógica Tomada de Decisão.